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AUCD - Posters: Education: K-12, Literacy, Learning

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Monday, December 7, 2020 12:00 PM - 4:45 PM

Location: Virtual


Using ECHO Autism to Support Equity In Accessing Distance Learning and Building Home-School Collaborations During Covid-19 and Beyond


Patricia Schetter, MA, Coordinator of Autism Education Initiatives, UCEDD, UC Davis at the MIND Institute, UCEDD/LEND

The UCEDD and Autism Center of Excellence at the UC Davis MIND Institute partnered with the California Autism Professional Training and Information Network (CAPTAIN) to provide a Just-in-Time ECHO Autism series for educators to help them learn to support families during the period of home instruction that resulted from the Covid-19 crisis. The results included increased confidence and a new perspective related to home-school collaboration.

Disability Membership in High School Narratives


Josephine Cuda, M.Ed., , Boston College

Examining identity construction through the telling of narratives about high school experiences can contribute to the fields of ASD and LD research because it places the insider voice as the crux of meaningful analysis. Understanding how autistic youth and youth with LD construct identities related to disability can offer insight on how to better support these marginalized groups during adolescence and in high school for improved outcomes and well-being.

The Access of Young Children of Immigrants to Entitlements of the Individuals with Disabilities Education Act


Cady Landa, PhD, Research and Policy Associate, Institute for Community Inclusion/Boston Children's Hospital, UCEDD/LEND

This session will present the findings of a mixed methods study that examines the access of young children of immigrants (in grades K-5), in one state, to special education entitlements. The study suggests there is systemic discrimination that negatively affects the access of children of immigrants to FAPE and least restrictive settings. This session is relevant to several disciplines, including: education, special education, public policy, social policy, sociology.

Disproportionate discipline of students with disabilities


Alyssa Thorn, Juris Doctor, Staff Attorney, Project HEAL, Kennedy Krieger Institute, UCEDD/LEND

Students with disabilities are removed from classroom settings through suspensions and expulsions at a rate that is disproportionate to that of their non-disabled peers. This poster presentation analyzes the issue of disproportionate discipline of students with disabilities, including the impact of exclusionary discipline on students with disabilities and the inequity created through this practice. It also offers research-based suggestions for addressing disproportionate discipline of students with disabilities in public schools.

Views from the COVID-19 Pandemic Hotspot: Transition to remote learning for children with developmental disabilities in Bronx, New York City


Maria Valicenti-McDermott, MD MS, Associate Professor Pediatrics/CERC, Rose F. Kennedy Center, UCEDD/LEND

On 3/15/2020 the New York City public school system closed its doors due to COVID-19 pandemic. Overnight, children were "sheltering at home" and education transitioned to remote learning. We interviewed families of children with developmental disabilities about their experience with remote learning, noting that not all families can access technology and online services with ease. These circumstances may lead to more disparities in access to learning in these vulnerable groups.

The State of Research on Bilingualism and Language Impairment in Children: A Scoping Review


Kathleen McGrath, MSW, Senior Research Coordinator, Rose F. Kennedy Center, UCEDD/LEND

This presentation provides a scoping literature review conducted by an interdisciplinary team of researchers and clinicians. This scoping review examines the extent to which bilingualism research includes children with language disorders, comparator groups by language status (mono- vs. bilingual) and function, and data on related comorbidities. This session may be of interest to health professionals, researchers, educators, and self-advocates who are interested in bilingualism and language disorders.

A Comparative Study on Special Education in mainland China and South Korea


Heejung Yun, , Institute on Community Integration, UCEDD/LEND

The purpose of this study is to compare the special education systems in mainland China and South Korea, focusing on special education legislation, services, and professional training. Participants will be able to understand the main differences in special education between mainland China and South Korea.

Assessing Educator Perceptions and Needs Regarding Guardianship and Supported Decision-Making


Tricia Patrick, DrPH, Chief Academic Officer and Co-UCEDD Director, Westchester Institute for Human Development, UCEDD/LEND

This poster presents the results of an online survey distributed to educators and related professionals who serve children with disabilities. The project sought to determine the perceptions, levels of understanding, and attitudes about guardianship vs. SDM among educators; to determine what, if any, information educators wish to receive about guardianship and/or SDM; and, to identify the preferred method of delivery for the desired information.

Trauma, Executive Functioning, and Academic Ability and Achievement: A Scoping Review


Kiva Sam, School Psychology, , Center for Disabilities, UCEDD/LEND

Previous research suggests that trauma can negatively impact a student's educational outcomes, particularly in the areas of executive functioning and academic achievement. This scoping review reviewed 13 research studies with the following objectives: -Provide an overview of the relationship between executive functioning and achievement for individuals who have experienced trauma. -Identify assessment practices used in measuring each construct and their interpretations. -Inform current practices and future research within these domains. Relevant disciplines: Education Psychology Social Work

Alternative schooling (Virtual, Hybrid, homeschooling) for Students with Disabilities - What Parents Appreciate the most.


Hamida Jinnah, PhD, Associate Research Faculty, Institute on Human Development and Disability, UCEDD

Qualitative study to understand the experiences of families who use alternative forms of schooling including homeschooling, flexi-schooling or hybrid (instruction at home and school) and online public schools (virtual schools) which are increasingly becoming the school of choice for youth with disabilities, especially low incidence disabilities and those on the spectrum.